Mes Enfants

Inclusion: Expected standard

Leaders and staff know children and families well and use this knowledge to identify and reduce barriers to children's participation and development. They gather information from parents, observe children's development closely and act promptly when concerns emerge. A named member of staff coordinates provision for children who, for varying reasons, may need additional help or support. She works closely with parents and other professionals to seek advice and arrange further support when necessary. Staff adapt their approaches sensitively. For example, they adjust routines and transition arrangements for children who need additional time and support to feel secure and participate.

Leaders generally understand how disadvantage may affect children and work with families to reduce the barriers they face. Parents value the understanding and practical support they receive from staff, including adaptations to arrangements during periods of family difficulty. Leaders adapt attendance arrangements for children who require additional support, giving them increased opportunities to develop their communication, confidence and relationships with others. Typically, staff discuss children's individual circumstances with parents and consider how additional funding can be used to meet their needs. Children's home languages and cultures are valued. Staff understand how close partnerships with families and appropriate communication resources help all children participate and develop a sense of belonging.

Curriculum and teaching: Expected standard

Leaders have designed a sequenced curriculum that supports children to become confident, communicative, and independent as they prepare for their next stage of learning. Staff understand the importance of developing children's self-care, emotional wellbeing and physical skills as foundations for the wider areas of learning. They gather information from parents and observe children's interests and development to decide what to teach next. Staff provide a balance of adult-guided and child-initiated experiences across the indoor and outdoor environments that enables children to make progress.

Staff use everyday routines and conversations to support learning. For example, they introduce mathematical language during sand play. Children learn when a bucket is 'full' or 'empty' and practise counting as they search for hidden objects. Books, stories and familiar rhymes develop children's language, imagination and understanding. Staff recognise what children can already do and provide opportunities to extend their skills, such as progressing from playing independently to playing alongside others. Children receive encouragement and remain interested and engaged.

Leaders and staff generally make appropriate decisions about the curriculum and teaching. However, staff are not yet consistently confident in identifying how planned experiences connect to the wider curriculum or build progressively. As a result, staff do not always identify precisely enough what children need to learn next or make clear connections between different areas of learning.

Achievement: Expected standard

Children typically make appropriate progress from their individual starting points across the areas of learning and development. They benefit from experiences and teaching throughout the nursery that steadily build their knowledge, skills and confidence. As children move between rooms, the environment, routines and expectations support their growing independence.

Babies develop physical control and coordination as they learn to feed themselves and explore increasingly challenging equipment. Younger children begin to manage everyday tasks, such as handwashing, with less support. Older children confidently serve their own food, manage aspects of their personal care and take responsibility for their belongings. This steady development of independence helps children become well prepared for their next stage of learning.

Children also develop confidence in communicating, playing alongside others and participating in group experiences. They learn to share, take turns and persevere when developing new skills. Children who require additional help are supported to participate and make progress from their starting points. Overall, children develop the knowledge, skills and confidence they need for their future learning.

Behaviour, attitudes and establishing routines: Expected standard

Children develop positive relationships with staff and each other. They are happy, settled and confident in familiar routines. Staff provide reassurance and adapt transitions for children who need additional time, helping them to develop a secure sense of belonging. Children who initially prefer to observe are supported gradually to participate alongside others.

Staff generally promote positive attitudes to learning by providing interesting experiences and encouraging children to explore, persevere and develop new skills. They support children to play cooperatively, share resources and take turns. Staff help children recognise and respond to the feelings and needs of others. This is reflected in children's considerate behaviour, such as reassuring friends who need time to rest and agreeing to play quietly.

Staff typically model kind and respectful behaviour and use praise to reinforce children's positive choices. Group activities and everyday routines help children learn to listen, cooperate and consider the needs of others. Leaders promote regular attendance and maintain open relationships with parents. They follow up unexpected absences and consider whether families need any additional support.

Children's welfare and wellbeing: Expected standard

Leaders provide safe and welcoming spaces where children's care and physical wellbeing are prioritised. Staff supervise children attentively while enabling them to explore and take age-appropriate risks. Children benefit from regular physical activity indoors and outdoors. They develop their strength, coordination and confidence as they climb, use wheeled toys and participate in games.

Staff understand children's individual care needs and provide appropriate support during mealtimes, nappy changing, toileting and rest periods. They speak respectfully to children, explain what is happening and encourage them to participate in their care. Staff maintain effective hygiene routines and help children develop increasing responsibility for their personal needs.

Staff promote healthy lifestyles throughout the day. They provide healthy food choices and help children decide what they would like to eat. Children have access to drinking water and learn to wash their hands. Staff help children prepare for outdoor play by finding their hats and applying sun cream. They begin to explain how these routines help children remain healthy and safe. However, staff do not consistently extend or revisit these explanations to reinforce why healthy routines are important.

Leadership and governance: Expected standard

Leaders understand their responsibilities and have established a positive and supportive culture across the nursery. Staff speak highly of the support they receive and feel valued in their roles. Leaders consider staff wellbeing and workload and respond sensitively when individual circumstances require flexibility. Regular supervision provides staff with time to discuss their responsibilities, professional development and any concerns relating to children or practice.

Staff receive regular training to maintain and develop their knowledge. Shared observations enable them to reflect on their work, share ideas and learn from one another. Leaders encourage staff to undertake further professional development and ensure that required training remains current. Staff demonstrate enjoyment of their roles and speak positively about their relationships with children, families and colleagues. This contributes to a stable and committed staff team.

Leaders maintain open and positive relationships with parents. Parents value the communication and practical support they receive and feel able to approach staff when they have questions or concerns. Information from families helps staff to understand children's changing needs and provide continuity between home and nursery. Leaders also work constructively with other professionals and local services when children or families require further help. They support children's transitions to school by sharing relevant information with receiving settings.

Leaders generally have an appropriate understanding of the nursery's strengths and priorities for development. They seek advice, welcome feedback and demonstrate a willingness to refine practice. Current priorities include developing the outdoor provision, supporting further staff training and strengthening the curriculum. Team discussions help staff to contribute to ongoing development. Leaders' reflective approach supports continued improvement while maintaining a clear focus on children's experiences, safety and individual needs.